Events

The Additional Qualification course: Special Education Specialist extends the knowledge and skills of Part II and continues to focus on theory and practice in special education. Critical to the delivery of special education is the ability of teachers to ensure positive learning experiences for students. The focus of this course is on leadership development by acquiring an in-depth knowledge of special education policies and practices. Teachers will be involved in analyzing current Ontario legislation, regulations and policies concerning ethical issues related to students with special needs. By evaluating and extending the application of equitable practices and advocating for the needs of students, parents and teachers, an understanding of the broader role of the specialist teacher will be acquired. Leadership development is enhanced by designing innovative practices to meet student needs, reviewing school system accountability in compliance with Ministry of Education policy, knowledge of the legal issues and challenges associated with special education, and current trends in theory and research relating to students with exceptionalities.

By the time you complete the Special Education Specialist course, you will know about:

– Understanding and implementing Ministry of Education curriculum
– Having the theoretical understanding and foundation necessary to design, implement and assess programs for students identified as exceptional
– Demonstrating awareness of social, emotional, intellectual, linguistic, cultural, spiritual and moral issues as they relate to diverse areas of special education
– Providing support for colleagues to develop, use, accommodate and modify expectations, strategies and assessment practices based students’ developmental and special needs as outlined in the Individual Learning Plan (IEP)
– Working collaboratively with in-school personnel, parents/guardians and the community
– Accessing a variety of resources, including technological resources, within and beyond the educational system to enhance and support student learning
– Demonstrating an openness to innovation, change and reflective practice
– Inquiring into practice through reflection, active engagement and collaboration
– Demonstrating the ability to integrate information and communication technology into teaching practice
– Embedding theory into practice
– Developing and demonstrating leadership qualities
– Implementing current curriculum, trends in teaching methods, models and approaches to meet the needs of all students
– Using knowledge of the qualities and characteristics of ability and disability to design and evaluate programs which engage students to achieve obtainable objectives
– Fostering commitment and confidence among staff to meet the needs of individual students
– Providing examples of effective practices in identification, assessment and meeting the needs of individual students
– Reviewing relevant research, school improvement plans, school and board level special education plans
– Demonstrating consultation skills in order to enhance special education at the school and board levels

1) OCT Membership showing completion of Part 2

2) CONFIRMATION OF TEACHING EXPERIENCE FORM

Signed by a Supervisory Official* from your School Board confirming that you have two years (388 days) of teaching experience since becoming a certified teacher, one year (194 days) of which is in the subject area of this course.

*The Ontario College of Teachers defines “Supervisory Official” as the Superintendent or Assistant Superintendent of the school board for a teacher employed by a Board of Education. A principal or headmaster is not recognized in this capacity. For a teacher employed by a private school, the “supervisory official” is the Ministry of Education official (Education Officer) appointed to your school. For overseas experience the appropriate Supervisory Official is the person your Principal reports to.

**Please note that a new form is always required for a Part 3 (Specialist) course as experience is course/subject specific.

***In the case of Special Education, the required year of teaching experience in the subject area does not have to be in segregated special education classroom; it can be in an integrated special education classroom.